An Eye For An Eye Expression - Free Essay Example

Sample details Pages: 2 Words: 644 Downloads: 10 Date added: 2019/04/01 Category Literature Essay Level High school Tags: Odyssey Essay Did you like this example? The common expression an eye for an eye makes the whole world blind. This refers to the Odyssey and O Brother, Where Art Thou because in both the main characters make decisions that harm them or the people around them. Some of the more thought about topics of the Odyssey are hospitality, loyalty, and vengeance. Don’t waste time! Our writers will create an original "An Eye For An Eye Expression" essay for you Create order All these themes tie into the stories. Both the story and the movie are about the journey to get back to their family and get their wives back. Ulysses’ and Odysseus’ journeys were similar but there were clear differences. Oh Brother, Where Art Thou took place in America and the Odyssey took place in Greece. In Greece they are very welcoming to guests and when they have strangers come to the door they feed them and give them somewhere to rest. As in the Odyssey one example of bad hospitality is when Odysseus and his men went to Polyphemus’ cave, the men thought that they would be welcomed in and get to feast. But they were mistaking, because when the cyclops was hungry he would just grab two of the men and eat them whole. In the Odyssey there was also a good example in hospitality, the lotus eaters. When Odysseus and his men arrived on the island they were welcomed and got a treat right away. Although this treat, the lotus, would distract them from their real goal the lotus eaters were very welcoming. Another big lesson to be learned from the stories is loyalty. Loyalty was a big part of these stories. In Oh Brother, Where Art Thou Pete and Delmar were loyal to Ulysses’ until they found out that there was no treasure. They were furious at Ulysses. They were also mad because Ulysses only wanted their help to break out because he wanted to get back with his wife. In the Odyssey there were many loyal people to Odysseus, Penelope and all the men who went to Troy with him. The men were loyal to Odysseus because when Odysseus was getting them in trouble with monsters and gods the men kept following him. Penelope was loyal to Odysseus throughout the whole story. She was having a hard time keeping the suitors at bay while Odysseus was away. Throughout the story Odysseus knew who to keep around him and knew who to trust. But when he heard about all the suitors trying to kill his son and trying to marry his wife he was furious. Vengeance was one of the most action packed themes in the stories. In the Odyssey at the end of the story when Odysseus gets back to Ithaca. When he got back he was dressed up as a beggar and when Penelope had the competition, to string Odysseus’ bow and shoot an arrow through 12 axe heads, to find a new husband. None of the suitor were able to string the bow, but when it was Odysseus’ turn he was able to string the bow and make it through all the axe heads. So he won, but he was still angry about the suitors trying to kill his wife and marry his wife. So he traped everyone in the room and killed all the suitor with help from his son Telemachus. Another example is when the cyclops was devouring his men so he stabbed the cyclops in the eye. He did this for vengeance and to get out of the cave they were trapped in. Odysseus was a leader that you would not want to go against or disrespect. The decisions that the characters of both stories, affected them and the people around them. The ideas of hospitality, loyalty, and vengeance were expressed on a large scale in both stories. Overall, the expression an eye for an eye means when you punish someone you will be injured or penalized to a similar degree.

Tinker v. Des Moines Independent Community School District...

In the history of the Supreme Court, there have been many First Amendment cases that outline if exercises of free speech and expression are constitutional or unconstitutional. One of the most paramount 1st amendment cases is that of Tinker v. Des Moines Independent Community School District (1969). This significant case helped shape the extension of symbolic speech, as well as ensure the freedom of speech and expression to students in schools. In December 1965, a group of Iowa residents, both adults and children, gathered to discuss ways in which they could protest American involvement in the Vietnam War, a very controversial issue at the time. The group decided to wear black armbands for the month of December as a form of peaceful†¦show more content†¦The District Court dismissed the case, upholding the constitutionality of the school board’s decision to prohibit the students from wearing the armbands. The case later moved onto the US Court of Appeals, where a 4-4 vote upheld the lower court’s decision. They then took their case to the Supreme Court. The case was heard by the Supreme Court on November 12th, 1968 to a packed court house. The main constitutional question at hand was if a prohibition against the wearing of armbands in public school, as a form of symbolic protest, violates the First Amendments freedom of speech and expression. Attorney Dan L. Johnson argued on the Tinker’s behalf , proclaiming that the students had the constitutional right, as per the 1st amendment freedom of speech and expression, to wear the black armbands as a form of symbolic speech. On the other hand, attorney Allan A. Herrick defended the school board’s actions, inciting that the prohibition of armbands was necessary to prevent and stifle any violence or disorder. The topic of discussion during the oral arguments centered largely upon whether Tinker’s protest was disruptive to the class environment. Johnson argued that the anti-Vietnam protest, although sparking some talk, was undisruptive to school, citing that there was no evidence of disruption in any of the classes. Herrick, conversely, argued that the Vietnam War was an inflammatory issue, and that armbands invoked violence, especially since aShow MoreRelatedTinker V. Des Moines Independent Community School District1155 Words   |  5 PagesTinker v. Des Moines Independent Community School District, 393 U.S. 503 (19 69) was a decision by the United States Supreme Court that defined the constitutional rights of students in U.S. public schools. The Tinker test is still used by courts today to determine whether a school s disciplinary actions violate students First Amendment rights.The principal of the Des Moines schools learned of the plan and met on December 14 to create a policy that stated that school children wearing an armbandRead MoreCyberbullying And Tinker V. Des Moines Independent Community School District879 Words   |  4 PagesCyberbullying and Tinker Cyberbullying is prevalent in today s society due to the abundance of teenage students having access to the internet either on campus or off of campus. Bullying over the internet is thought of being done by students against students. Although this is true, there are many instances where students use the internet to voice their opinions about teachers and administrators in which the language is vulgar, lewd, and demeaning. As of 2015, all states in the UnitedRead MoreAnalysis Of The Tinker V. Des Moines Independent Community School District Essay1993 Words   |  8 Pagesworry of punishment by the government. An example of this is the Tinker V. Des Moines Independent Community School District case in the years 1968-1969. In this Supreme Court case, the Tinker family was fighting for their right to symbolic speech at school. Another case regarding Freedom of Speech at a school is Hazelwood School District V. Kuhlmeier. This case is also concerning the right to free speech at school. Free speech in school greatly affects many people. According to the National Center forRead MoreThe Tinker V. Des Moines Independent School District Decision Of 1969952 Words   |  4 PagesOne of the most well-known Supreme Cases involving student rights was the Tinker v. Des Moines Independent School District decision of 1969. The verdict quickly became a precedent for many othe r decisions involving school issues and is very relevant today. In December of 1965, students attending Des Moines Public Schools held a meeting at Christopher Eckhardt s house to conduct a plan to show their support for a truce in the ongoing Vietnam War. They resolved to wear black armbands during the holidayRead MoreTinker Vs. Des Moines1399 Words   |  6 PagesCase Name: Tinker vs. Des Moines (1969) Facts of the case: In December of 1965, a group of Des Moines students held a meeting at 16-year-old Christopher Eckhardt’s house to plan a public showing of their support for a truce in the Vietnam war. They came to the decision that they would wear black armbands during the holiday season and fast on December 16 as well as New Year’s Eve. When the principals of the Des Moines school learned about the plan, they met on December 14 to create a policy statingRead MoreFreedom of Religion and Freedom of Expression: Tinker V. Des Moines1404 Words   |  6 PagesWhat if you were suspended from school because of something you were wearing? Not only was the clothing or item appropriate, it was something you were fighting for or something you believe is right. Is this fair or okay for this to happen? There is a specific incident that this situation happened to a few teenagers in Des Moines, Iowa in December of 1965. A group of students wanting to wear black armbands throughout the holiday seas on was in for a wake up call. (FORTAS) These plans and or idea wereRead MoreStudent Code Of Conduct And Employee Handbook867 Words   |  4 Pagesalleged cyberbullying, Beaufort Country School District has taken proactive steps towards de-escalating cyberbullying in their schools. Willis was bullied on social media networks: Facebook, and Instagram, and video-sharing website YouTube. Despite her family monitoring her Internet activities neither her parents nor friends were aware she used a pseudonym on Tumblr until after her passing where repeated threats and bullying took place. Beaufort County Schools has added anti-bully prevention and conflictRead MoreCyberbullying And The First Amendment849 Words   |  4 PagesFirst Amendment This paper addresses a situation in which a student notified this author that she was being subjected to bullying through another classmate’s Facebook page. A discussion of steps required by Oregon’s statutes, the Lake Oswego School District s board policies and the student handbook, will provide a basis for examining any First Amendment arguments that the bullying has raised, with a discussion of the author s First Amendment responses consistent with applicable Supreme Court casesRead MoreThe Tinker Vs. Des Moines Case1498 Words   |  6 Pagesissues in their lives. The Tinker vs. Des Moines case helped determined and interpret legal rights of young citizens for the first time. A group of students made a decision to wear black armbands to school to support a peace establishing agreement during the Vietnam War. As a result, the participating students; Mary Beth Tinker, Christopher Eckhardt, and John Tinker got suspended for their actions (Tinker v. Des Moines Independent Community School District).The school outlawed and attempted to penalizeRead MoreThe Battle Over The Religious Homework809 Words   |  4 PagesThe Battle Over the Religious Homework Eventually, teachers, in the public school system, will find themselves in the crosshairs in the debate over a student’s expression of religious beliefs within the classroom. What should a teacher do if a student decides to submit an essay on Jesus as their hero accompanied by a drawing of the Last Supper? Should the teacher accept the student’s submission? If so, will the assignment be displayed on the classroom wall? By investigations the students’ religious

Socrates and His Innocence Essay Example For Students

Socrates and His Innocence Essay Socrates and His InnocenceSocrates lived such a private life that it lead to the most important revelation of his entire life. He would go about his life doing nothing but self-examination. In examining his life so strenuously others would come to him to be taught, or to have their children be taught by Socrates. They would offer him money and he would refuse. They would do whatever they could to learn anything Socrates had to teach. What they did not know is that Socrates was not teaching anyone he was simply going about his usual life and people just happened to learn from it. This was also why Socrates was put on trial. He was brought up on two charges, one of impiety and the other of corrupting the youth. These two charges set the course for the last month of his life. Socrates was indicted to a court of law on the charges of impiety, and the corruption of the youth of Athens. Three different men brought these charges upon Socrates. These men represented those that Socrates examined in his search to find out if the Delphic Mission was true. In that search he found that none of the men that promoted what they believed that they knew was true was in fact completely false. This made those men so angry that they band together and indicted Socrates on the charges of impiety and the corruption of the youth. Socrates then went to court and did what he could to refute the charges that were brought against him. Socrates starts by speaking of his first accusers. He speaks of the men that they talked to about his impiety and says that those that they persuaded in that Socrates is impious, that they themselves do not believe in gods (18c2). He tells the court of how long they have been accusing him of impiety. He states that they spoke to others when they were at an impressionable age (18c5). These two reasons alone should have been good enough to refute the first accusers of how they were wrong about him but Socrates went on. He leaves the first accusers alone because since they accused him a long time ago it was not relevant in the current case and began to refute the second accusers. Socrates vindicates his innocence by stating that the many have heard what he has taught in public and that many of those that he taught were present in the court that day. Those people could stand up and tell if Socrates was lying or not (19c-e). Those men that were present in the court know that Socrates is t elling the truth and since none of them stood up this should have shown that Socrates was telling the truth the entire time. Socrates reverses the accusations that he corrupts the young back to Meletus. Socrates states that Meletus is the one that does the injustice by bringing people to trial easily and pretending to be serious about things that he does not care about (24c3-8). Socrates tells a story that shows that he does not corrupt the young the same as a trainer does not corrupt a horse (25b-d). Socrates also uses Meletus own sayings in that he believes in gods because both Meletus and Socrates believe in daimonia. Since Socrates believes in daimonia the accusation of impiety holds no water (27a-d). During the whole time that Socrates makes his defense against his accusations Socrates asks Meletus questions. Meletus does not even present a case during most of the trial. He answers Socrates questions and Socrates uses every answer against him. Meletus makes a weak case against Socrates basing most of it on his own desire to get back at Socrates for refuting that he is wise and falsely accuses Socrates of how he corrupts the youth. Meletus states that the law, the councilmen, and the assembly are the ones that teach the youth. Meletus believes that every Athenian contributes to the teaching of the youth. He agrees that all but Socrates contributes to the teaching of the youth (25a3-4). Meletus agrees that Socrates voluntarily corrupts the youth. Meletus agrees that his is wiser than Socrates and

Dear Shakespeare A Critique of The Tempest Essay Example For Students

Dear Shakespeare: A Critique of The Tempest Essay Dear Shakespeare: A Critique of The TempestTo Mr. William Shakespeare,I am going to get right down to business. I am writing to you regardingour recent collaboration on The Tempest. In my opinion I think we need to makea couple of changes. The first is in regards to Caliban and the second has todo with Prospero. As I was reading the section of the play where Caliban takes Stephano ashis master I began to think about how he should be wiser by now. As is Calibanbegs a drunken Stephano to be his master. In my opinion Caliban should showdevelopment by not drinking and possibly taking advantage of the drunk Stephanoand Trinculo. It should develop in this fashion:Caliban:I believe that I can assist you in your stay on theisland. Stephano: What mean you beast?Caliban: I prithee, let me bring thee where crabs grow,And I with my long nails will dig thee pignuts,Show thee a jays nest, and instruct thee howTo snare the nimble marmoset. Ill bring theeTo clustering filberts, and Ill teach thee to getYoung scamels from the rock. Doest though attend me?Stephano:I do. For all this service what wantst you in return. Caliban: I ask but one simple service. The death of my tyrantmaster. Stephano:You ask me to murder for you?Caliban: I ask only that you remove your only opponent in makingme your vassal. Stephano:Well bargaind for a monster such as thee. I shallconsider it. If the scene is run in this way Caliban is developed as more human and lessmonster. Also it adds more urgency to the possible danger Stephano and Trinculobring, but the comic aspect remains because the two are drunk. My second suggestion addresses the issues of Prospero and tempests. Atthe end of the play there is the opportunity for great suspense. Theinteraction between Prospero and his brother and conspirator could be much moreintense. You could easily create an internal conflict for Prospero where hedebates whether or not to take action against Antonio. Of course he cannot havegiven up his powers at this point. Instead of just letting Antonio aloneProspero could use his magic to give him pains, make him small or one of manyother whimsical tricks to teach Antonio a lesson; I think that causing Antonioto sleep and in turn not taking him home would be the most fitting punishment. If need be Prospero could discuss it with the king, possibly in this way:Prospero:Have you a moment my lord?Alonso: Of course, what brings you?Prospero: As you know my brother Antonio caused my daughter and myself tobe stranded upon this isle for these many years. Alonso: Ay, a fact that I myself apologize for. Prospero:Thank you my lord but twas not your fault. My evilbrother alone deserves the punishment for the wrong acted against me. Alonso: And you would like to act out the sentence. Prospero: You are a wise man my liege. Alonso: What do you propose my good duke?Prospero:With my powers I could cause him to fall into a harmlesssleep until we have left this isle without him. This would be a most fittingpunishment. Alonso: That it would, but would you allow such a fate to befallyour kinsmen?Prospero:I do not wish to do such a thing but the rage inside medemands that action be taken against him. Alonso: Keep your heart at ease my son. Action will be taken,he will be ridiculed and you will be reinstated in your rightful position. .u513ab641d16ad3ba76b6c3cb8d666a9d , .u513ab641d16ad3ba76b6c3cb8d666a9d .postImageUrl , .u513ab641d16ad3ba76b6c3cb8d666a9d .centered-text-area { min-height: 80px; position: relative; } .u513ab641d16ad3ba76b6c3cb8d666a9d , .u513ab641d16ad3ba76b6c3cb8d666a9d:hover , .u513ab641d16ad3ba76b6c3cb8d666a9d:visited , .u513ab641d16ad3ba76b6c3cb8d666a9d:active { border:0!important; } .u513ab641d16ad3ba76b6c3cb8d666a9d .clearfix:after { content: ""; display: table; clear: both; } .u513ab641d16ad3ba76b6c3cb8d666a9d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u513ab641d16ad3ba76b6c3cb8d666a9d:active , .u513ab641d16ad3ba76b6c3cb8d666a9d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u513ab641d16ad3ba76b6c3cb8d666a9d .centered-text-area { width: 100%; position: relative ; } .u513ab641d16ad3ba76b6c3cb8d666a9d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u513ab641d16ad3ba76b6c3cb8d666a9d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u513ab641d16ad3ba76b6c3cb8d666a9d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u513ab641d16ad3ba76b6c3cb8d666a9d:hover .ctaButton { background-color: #34495E!important; } .u513ab641d16ad3ba76b6c3cb8d666a9d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u513ab641d16ad3ba76b6c3cb8d666a9d .u513ab641d16ad3ba76b6c3cb8d666a9d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u513ab641d16ad3ba76b6c3cb8d666a9d:after { content: ""; display: block; clear: both; } READ: Essay on Analysis Of Zeitoun And His Family 's Experience With Hurricane Katrina EssayProspero: I wish for action to be taken now. It burns within me that he bepunished. Alonso: I cannot control you my son, but I advise that you let him be. Though, if with you great powers you were to take some action against him youwould be the only one to know. After this scene has been inserted I think that at some point a great stormshould form around Antonio only to die down when Prospero regains his composure. In the fashion the theme of tempests would be enhanced and also the suspensewould be greatly increased bringing the audience more into the moment. Also, itwould take reduce the feeling that Prospero is an old man lacking strength orgreat personality. As your assistant I bring you these suggestions.